2011
W. Charles Akins H.S. T-STEM
W. Charles Akins H.S.
Texas-Science, Technology, Engineering and
Mathematics (T-STEM) Academy
Austin ISD
9/22/2011
W. Charles Akins H.S.
Texas-Science, Technology, Engineering and Mathematics (T-STEM) Academy
2011-2012 Student and Parent Handbook
Table of Contents
I.
W. Charles Akins H.S. T-STEM Mission Statement
II.
W. Charles Akins H.S. T-STEM Vision Statement
III.
W. Charles Akins H.S. T-STEM Faculty and Staff Information
IV.
W. Charles Akins H.S. T-STEM Culture and Ethos
V.
A.
T-STEM Faculty Expectations
B.
T-STEM Student Expectations
C.
T-STEM Parent/Guardian Expectations
W. Charles Akins H.S. T-STEM Expected Positive Student Behaviors Graphic
A.
Level I
B.
Level II
C.
Level III
VI.
W. Charles Akins H.S. T-STEM Letter of Academic Reprimand
VII.
W. Charles Akins H.S. T-STEM Professional Conduct Improvement Contract
VIII.
W. Charles Akins H.S. Parent Contact
IX.
W. Charles Akins H.S. T-STEM Academy Student Issue and Non Progress Document
X.
W. Charles Akins H.S. T-STEM Student Binder and Calendar
XI.
W. Charles Akins H.S. T-STEM Pre-Advanced Placement and Advanced Placement
Track for College Credit
XII.
W. Charles Akins H.S. T-STEM Early College Start (ECS) Track for College Credit
XIII.
Austin ISD and ACC “New Student” Enrollment Steps for Early College Start
(ECS)
XIV.
W. Charles Akins H.S. T-STEM Project Lead the Way (PLTW) Program
A.
Engineering
B.
Biomedical (Projected 2012-2013)
XV.
W. Charles Akins H.S. T-STEM Project Based Learning Collaboration With Texas
A&M University’s Aggie STEM Center: Teacher PBL Checklist
XVI.
W. Charles Akins H.S. T-STEM Problem Solving Philosophy Collaboration With The
Massachusetts Institute of Technology (MIT) – R.A.D.I.O.S.
XVII.
W. Charles Akins H.S. FIRST Competitive Robotics Team
XVIII. W. Charles Akins H.S. Rocketry Club
XIX.
W. Charles Akins H.S. T-STEM Academy 2011-2012 Letter of Academic and
Professional Commitment
W. Charles Akins H.S.
T-STEM Academy
Our Mission
The W. Charles Akins T-STEM Academy
will
promote T-STEM careers and pathways.
Through individual learning plans, the T-STEM Student
will
engage in rich project-based learning models that reflect real world applications while
earning college credit.
T-STEM Teachers
will
design and facilitate hands-on relevant learning opportunities for students using
innovative instructional tools and technologies.
Professional Development
will
focus on increasing student and faculty success.
Advisory and Core Classes
will
support T-STEM oriented content that aligns with world demands.
W. Charles Akins H.S.
T-STEM Academy
Our Vision
The W. Charles Akins T-STEM Academy
will
provide authentic, real-world experiences in an environment in which students will
develop and demonstrate 21st century skills in the ever-evolving fields of Science,
Technology, Engineering and Mathematics.
Students
Will
Take ownership of and apply their learning, individually and collaboratively, to become
successful leaders as evidenced in scholarly pursuits and industry endeavors.
Faculty Member
Position
Location
Subject Area
Email
Phone
Tutoring/Mentoring
Schedule
Courses
Academy
Wednesdays
Juan M. Gonzalez
Assistant Principal
jmgonzal@austinisd.org
512.841.9916
Thursdays
Room 402
FIRST Robotics Mentor
4:30 PM to 8:30 PM
Regina McGough
Wednesdays
512.841.7781
Room 405
Academy Coordinator
4:30 PM to 6:00 PM
regina.mcgough@austinisd.org
512.841.9036
Room 406
T-STEM Annex
Deborah Black
Academy Counselor
deborah.black@austinisd.org
512.841.9921
By Appointment
Room 401
ENGLISH DEPARTMENT
Thursdays
Tyson Williams
English II Pre-AP
Room 410
AP English III
tyson.williams@austinisd.org
512.841.9030
4:30 PM to 6:00 PM
T-STEM Annex
MATH DEPARTMENT
Christopher
Aguilar
Tuesdays
Geometry Pre-AP
christopher.aguilar2@austinisd.org
512.841.9039
Room 409
4:30 PM to 6:00 PM
T-STEM Annex
Tuesdays
Jennifer Clark
Algebra II Pre-AP
jclark2@austinisd.org
512.841.9038
4:30 PM to 6:00 PM
Room 408
T-STEM Annex
Math
Kristina Vannoy
Room 407
Instructional Lead
Teacher
Pre-Calculus Pre-AP
Tuesdays
kristina.vannoy@austinisd.org
512.841.9037
4:30 PM to 6:00 PM
T-STEM Annex
Tuesdays
Erin York
Algebra I Pre-AP
erin.york@austinisd.org
512.841.9031
4:30 PM to 6:00 PM
Room 411
T-STEM Annex
PROJECT LEAD THE WAY
Project Lead the Way
Sebastian
Espinoza
Room 163
Mondays
IED
sebastian.espinoza@austinisd.org
512.841.9740
4:30 PM to 6:00 PM
Aerospace
Akins Main Bldg.
CIM
Project Lead the Way
Mondays
Kena Pierce
POE
Room 165
DE
kena.pierce@austinisd.org
512.841.9728
4:30 PM to 6:00 PM
Akins Main Bldg.
CEA
SCIENCE DEPARTMENT
Bailey Heick
Room 405
Room 406
Science
Instructional Lead
Teacher
Wednesdays
512.841.7781
bailey.heick@austinisd.org
4:30 PM to 6:00 PM
512.841.9036
T-STEM Annex
Biology Pre-AP
Wednesdays
Ethan Peters
Chemistry Pre-AP
Room 403
Physics Pre-AP
ethan.peters@austinisd.org
512.841.7780
4:30 PM to 6:00 PM
T-STEM Annex
Science Dept. Chair
Wednesdays
Kyle Voge
AP Lead Teacher
Room 160
Concepts of Engineering
kvoge@austinisd.org
512.841.9982
4:30 PM to 6:00 PM
Akins Main Bldg.
AP Physics B & C
SOCIAL STUDIES DEPARTMENT
Mondays
Melanie Stokes
World Geography Pre-AP
Room 412
World History Pre-AP
melanie.stokes@austinisd.org
512.841.9032
4:30 PM to 6:00 PM
T-STEM Annex
W. Charles Akins H.S.
Texas-Science, Technology, Engineering and Mathematics (T-STEM) Academy
Culture and Ethos
T-STEM Faculty Expectations
ADMINISTRATION
FACULTY
Consistently Encourage Students to Conduct Themselves
According to the T-STEM Expected Positive Student Behaviors
Graphic
Consistently Encourage Students to Conduct Themselves
According to the T-STEM Expected Positive Student Behaviors
Graphic
Respond to Parent/Guardian Concerns by Email and/or Phone
Within Twenty-Four (24) Hours
Respond to Parent/Guardian Concerns by Email and/or Phone
Within Twenty-Four (24) Hours
Take Action on Discipline Referrals Within Twenty-Four (24)
Hours and Provide Notice to Parents of Disciplinary Actions
Within Twenty-Four (24) Hours
Provide Notice to Parents of Disciplinary Actions Originating in
the Classroom Within Twenty-Four (24) Hours
Support Pre-Advanced Placement and Advanced Placement
Expectations
Ensure That Pre-AP and AP Coursework is Rigorous
Provide Weekly Homework That Supports Student Mastery of
Curricular Concepts
Address Late Work As Needed Accepting Late Work Up to One
(1) Week Before Grading Period Ends
Extra Credit Provided at Teacher Discretion
Fund and Support Academy Wide Project Based Learning (PBL)
Implementation and Professional Development
All T-STEM Core Faculty Will Conduct a Minimum of One (1)
Project Based Learning (PBL) Activity per Semester
All T-STEM Core Faculty Will Utilize Academy Morning Meetings,
District Late Starts and Aggie STEM Days to Develop PBLS
According to Aggie STEM/Transformation 2013 PBL Models
st
Encourage and Evaluate Students’ Use of 21 Century Skills
Through Collaboration and Performance Rubrics That Measure
Students’ Mastery of the Content, Collaboration With Peers,
Utilization of Technology, Presentation Skills as Well as Other
Professional Skills
Fund and Support an Individualized Student Lexile Appropriate
T-STEM Literacy Program
Promote a Rich T-STEM Literacy Initiative by Encouraging TSTEM Students to Read Outside of School Through Weekly Lexile
Appropriate STEM Literary Assignments
Create, Develop and Maintain an Academic Tracking System
Utilize an Academic Tracking System to Inform Administration of
Student Issues and Non-Progress
Fund and Support a Mandatory Structured Weekly Tutoring
Program
Provide Weekly Tutoring Sessions According to the Schedule
Below
4:30 PM to 6:00 PM
Mondays – PLTW Engineering and Social Studies
Tuesdays – Math
Wednesdays – Science
Thursdays – English Language Arts
Demonstrate to and Assist T-STEM Students in how to Calculate
Their Grade Point Average (GPA)
Demonstrate to and Assist T-STEM Students in how to Calculate
Their Grade Point Average (GPA)
Assist and Support T-STEM Faculty and Parents in Advising TSTEM Students With Regards to Choosing Appropriate Academic
Courses to Best Prepare Them for Their Post-Secondary
Education
Advise T-STEM Students With Regards to Choosing Appropriate
Academic Courses to Best Prepare Them for Their PostSecondary Education by Assisting Students in Their Navigation of
the W. Charles Akins H.S.’s Pre-Advanced Placement, Advance
Placement and Early College Start Programs
Monitor, Review and Track T-STEM Student Credits to Ensure
Student is on Track for Graduation and Post-Secondary Studies
Assist and Support T-STEM Faculty, Students and Parents in Their
Use of NAVIANCE
Demonstrate to and Assist T-STEM Students in Their Use of
NAVIANCE
Assist T-STEM Students in Understanding, Researching,
Navigating and Completing the Various University/College
Admission Processes Including College Admission Applications,
Admission Essays, FAFSA & TAFSA Applications and Résumés
Assist T-STEM Students in Understanding, Researching,
Navigating and Completing the Various University/College
Admission Processes Including College Admission Applications,
Admission Essays, FAFSA & TAFSA Applications and Résumés
Create a System for Ensuring Continuous Dialogue With T-STEM
Students in Order to Provide for “Student Voice” in the Evolution
of the W. Charles Akins H.S. T-STEM Academy
Support a System for Electing T-STEM Student Ambassadors
From Each Grade Level
Fund and Support T-STEM Related Co and Extra-Curricular Clubs
Sponsor and Support T-STEM Related Co and Extra-Curricular
Clubs (i.e. Chess, Media, Robotics, and Rocketry)
T-STEM Student Expectations
Conduct Yourself According to the T-STEM Expected Positive Student Behaviors Graphic
Enroll, Attend Daily, Participate Daily and Succeed Daily in Pre-Advanced Placement and/or Advanced Placement Classes in Order
to Graduate With 12-30 Plus College Credit Hours
NOTE: Students, You MUST be Responsible for Working With Advisory Faculty and Administration to Ensure That You Are “on
Track” to Graduate - - In Addition, You MUST Learn how to Monitor Your Grades via Gradespeed as Well as Calculate Your Grade
Point Average (GPA)
Participate Fully in ALL Project Based Learning (PBL) Activities According to Collaboration and Performance Rubric Standards
Complete ALL Work in ALL Pre-AP and AP Classes on Time - - Understand That Late Work Will be Handled Individually by T-STEM
Faculty on a Case by Case Basis - - Understand that ALL Late Work is Due No Later Than One (1) Week BEFORE the end of the
Grading Period - - NO EXCEPTIONS - - When Absent, Students are RESPONSIBLE for asking and procuring missed work
Increase, Weekly, Your Reading of Lexile Appropriate STEM Literary Material by Reading for Two (2) Hours Outside of School Each
Week
st
Utilize 21 Century Skills in Your Curricular and Extra-Curricular Activities
Attend Mandatory Tutoring as Directed and/or Schedule Voluntary Tutoring According to Your Needs
Achieve Commended Recognition on Mandated State Assessments in Order to Assure Securing HIRC (College Ready) Scores for
Use in Applying for Early College Start Programs as Well as Universities and Colleges
st
Demonstrate and Develop 21 Century Leadership Skills by Participating in Academy and Campus Extra-Curricular Activities Such
as Athletics, Band, Choir, Dance, National Honor Society, Robotics, Rocketry, Student Government and Other Organizations
st
Demonstrate and Develop 21 Century Leadership Skills by Requesting to be Nominated and Elected as a T-STEM Student
Ambassador
Research Various Universities and Colleges That Meet Your Interests and Needs by Accessing Multiple Media Sources as Well as
by Attending Informational Sessions Conducted by W. Charles Akins H.S.
Coordinate Academic Requirements of Various Universities and Colleges With Your T-STEM Academy Advanced Placement and
Early College Start Course of Study to Ensure The Transferability of ALL Your Credits to Your Universities and Colleges of Choice
Understand, Navigate and Complete the Various Admission Requirements of Multiple Universities and Colleges
Complete Required Testing (i.e. PSAT, SAT, ACT)
Engage Your T-STEM Faculty, Administration and Parents/Guardians to Assist You in Your Efforts to Apply to Your Universities and
Colleges of Choice
Apply, Apply, Apply for College Scholarships by Engaging Academy Counselor and W. Charles Akins H.S. College and Career
Specialist
T-STEM Parent/Guardian Expectations
Provide W. Charles Akins H.S. T-STEM Faculty With Updated and Accurate Contact Information - - Please do not Hesitate to
Contact our Faculty With Your Concerns and/or Issues - - Please Attend ALL Parent Teacher Conferences
Ensure Your Student Attends Daily, Attends on Time and Conducts him or Herself According to the W. Charles Akins H.S. T-STEM
Expected Positive Student Behaviors Graphic
Support our Effort to Encourage Your Student to Enroll in ALL Pre-Advanced Placement, Advanced Placement and Early College Start Dual Credit or
Co-Enrollment Courses - - Support Your Student’s Success by Monitoring his or her Progress via Gradespeed and NAVIANCE
Support our Effort to Have Your Student Experience Success in our Rigorous Academic Program by Encouraging Their Attendance at
Mandatory Tutoring or in Their Efforts to Schedule Voluntary Tutoring
Support our Effort to Encourage STEM Literacy by Structuring Time at Home for Your Student to Read Lexile Appropriate STEM
Literary Material
Attend ALL W. Charles Akins H.S. T-STEM Events and Informational Nights as Well as W. Charles Akins H.S. College and Career
Informational Nights
LEVEL I EXPECTED POSITIVE BEHAVIORS
All T-STEM Students Report to all Classes on Time
Verbal
Bring Your T-STEM Binder and All Materials Daily
Warnings(s)
Remain Attentive, Focused, & Quiet
Address Faculty and Peers Appropriately
RE-
Keep Your Feet, Hands and Items to Yourself
DIRECT
Turn Off and put Away All Electronic Devices
New
One
Participate in a Professional & Courteous Decorum
Seat
To One
LEVEL II EXPECTED POSITIVE BEHAVIORS
Strive to Repeat Level I Positive Behaviors
Complete all Assignments & Projects on Time
Lunch
Written
Detention
Reprimand
Always Demonstrate Respect for all
Comply With Faculty Directives Immediately
Behavior
Contract
LEVEL III EXPECTED POSITIVE BEHAVIORS
Lunch
Dtntn
Strive to Make Level one & two Behaviors Habitual
Parent Contact
Ask for and Receive Permission to Leave Class
Parent Conference
Respect all Personal Property and Rights
Respect & Comply With all Administrative & Faculty
Decisions
Referral to T-STEM
Administrator
Student Name
Mr. Voge’s AP Physics Calendar
1 st six week grading period – August 22 – September 30, 2011
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
August 22
23
24
25
26
27
29
30
31
September 1
2
3
5
6
7
8
9
10
ACT
12
13
14
15
16
17
19
20
21
22 LATE START
23
24
26
27
28
29
30
October 1
SAT
Homework Website: https://quest.cns.utexas.edu/
Voge’s Physics Blog: http://www.austinisd.org/staff/44
HyperPhysics:
http://hyperphysics.phy-astr.gsu.edu/hbase/hframe.html
Phone: 512.841.9982
Fax: 512.841.9903
Email: kvoge@austinisd.org
Room 160, W. C. Akins High School
10701 south First Street
Austin, TX 78748
To get your daily stamp on your calendar you need to have the
following things out and ready when the bell rings:
•
•
•
•
•
Writing utensil
Graphing calculator
Formula sheets
Quest homework packet
Paper for notes
TOTAL:
_______ / 15
Mr. Voge’s AP Physics Calendar
2 nd six week grading period – October 3 rd to November 10 th , 2011
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
October 3
4
5
6 LATE START
7
8
10
11
12
13
14
15
17
18
19
20
21
22
ACT
24
25
26
27 LATE START
28
29
31
November 1
2
3
4
5
SAT
7
8
9
10
11
12
Homework Website: https://quest.cns.utexas.edu/
Voge’s Physics Blog: http://archive.austinisd.org/schools/staff.phtml?teacher=44
HyperPhysics:
http://hyperphysics.phy-astr.gsu.edu/hbase/hframe.html
Phone: 512.841.9737
Fax: 512.841.9903
Email: kvoge@austinisd.org
Room 222, W. C. Akins High School
10701 south First Street
Austin, TX 78748
To get your daily stamp on your calendar you need to have the
following things out and ready when the bell rings:
•
•
•
•
•
Writing utensil
Graphing calculator
Formula sheet
Quest homework packet
Paper for notes
TOTAL:
_______ / 14
Mr. Voge’s AP Physics Calendar
3 rd six week grading period – November 14 th to December 20 th , 2011
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
November 14
15
16
17 LATE START
18
19
21
22
23
24
25
26
28
29
30
December 1
LATE START
2
3
8
9
5
6
7
SAT
10
ACT
12
13
14
15
16
17
19
20
21
22
23
24
Homework Website: https://quest.cns.utexas.edu/
Voge’s Physics Blog: http://archive.austinisd.org/schools/staff.phtml?teacher=44
HyperPhysics:
http://hyperphysics.phy-astr.gsu.edu/hbase/hframe.html
To get your daily stamp on your calendar you need to have the
following things out and ready when the bell rings:
Phone: 512.841.9737
• Writing utensil
Fax: 512.841.9903
• Graphing calculator
TOTAL:
Email: kvoge@austinisd.org
• Formula sheet
Room 222, W. C. Akins High School
_______ / 12
• Quest homework packet
10701 south First Street, Austin, TX 78748
• Paper for notes
W. Charles Akins H.S. T-STEM Academy Student Issue and Non Progress Document
W. Charles Akins H.S. T-STEM Pre-Advanced Placement and
Advanced Placement Track for College Credit
Math
and Science
Pre-AP
Pre-AP
Algebra I
Biology
Pre-AP
Geometry
Pre-AP
Chemistry
Pre-AP
Pre-AP
Algebra II
Physics
Pre-AP Calculus
AP Physics B
(3.0) Credit Hrs.
AP Calculus AB
(3.0) Credit Hrs.
AP Calculus BC
AP Physics C
(3.0) Credit Hrs.
(3.0) Credit Hrs.
AP Statistics
AP Biology
(3.0) Credit Hrs.
(3.0) Credit Hrs.
AP Chemistry
(3.0) Credit Hrs.
AP Envrnmntl Sci.
(3.0) Credit Hrs.
Twenty-Four Plus (24+) College Credit Hours Possible With Exam Scores of 3, 4 or 5
W. Charles Akins H.S. T-STEM Pre-Advanced Placement and
Advanced Placement Track for College Credit
English and History
Pre-AP English I
Pre-AP World
Geography
Pre-AP English II
Pre-AP World History
AP English III
AP US History
(3.0) Credit Hrs.
(6.0) Credit Hrs.
AP English IV
AP Government
(3.0) Credit Hrs.
(3.0) Credit Hrs.
AP Economics
(3.0) Credit Hrs.
______________________________________________________
Electives
Pre-AP Spanish III
Pre-AP French III
Psychology
AP Spanish IV
AP French IV
AP Psychology
(3.0) Credit Hrs.
(3.0) Credit Hrs.
(3.0) Credit Hrs.
AP Spanish V
AP French V
(3.0) Credit Hrs.
(3.0) Credit Hrs.
Thirty-Three (33) College Credit Hours Possible With Exam Scores of 3, 4 or 5
W. Charles Akins H.S. T-STEM Early College Start Track for College
Credit
What is Early College Start?
The Early College Start program allows Juniors and Seniors to take up to two (2) Austin
Community College (ACC) courses per semester including summer sessions.
Eligibility
1. Successfully Complete the Sophomore Year in High School
2. Successfully Pass the Appropriate Sections on Available ACC Admissions Tests OR
3. Submit Acceptable Exemptions Scores From the Texas Assessment of Knowledge and
Skills (TAKS), PSAT, SAT or ACT
Qualifying Test Scores (QTS)
ASSET Test: Paper and Pen Test Administered at High School Campuses
READING
A QTS of 41
WRITING
A QTS of 6+ on Essay OR A QTS of 5 on Essay
and 41 on Objective Portion
MATH
A QTS of 38
READING
A QTS of 81
WRITING
A QTS of 6+ on Essay OR A QTS of 5 on Essay
and 59+ on Objective Portion
COMPASS Test
MATH
A QTS of 39
TSI Exemptions to Qualifying Test Scores
Texas Assessment of Knowledge and Skills (TAKS)
TSI Exemption to QTS for ELA is a Scaled Score of 2200 on TAKS ELA in Reading AND a
3 or Higher on Essay
NOTE(1): Reading and Writing Sections Cannot be Used Separately for Exemption
Using TAKS
TSI Exemption to QTS for Math is a Scaled Score of 2200 on TAKS Math
NOTE(2): ECS Students may use Their 10th or 11th Grade TAKS Scores
PSAT
TSI Exemption to QTS for ELA and Math is a 107 Combined Critical Reading and Math Score on
the PSAT With a Minimum of 50 in Critical Reading and 50 in Math.
NOTE: Scores Must be From one Sitting and not Older Than Five (5) Years
SAT
TSI Exemption to QTS for ELA and Math is a 1070 Combined Critical Reading and Math Score on
the SAT With a Minimum of 500 on Both the Verbal and Mathematics Sections
NOTE: Scores Must be From one Sitting and not Older Than Five (5) Years
ACT
TSI Exemption to QTS for ELA and Math is a 23 Composite Score on the ACT With a Minimum of
19 on Both the English and Math Sections
NOTE: Scores Must be From one Sitting and not Older Than Five (5) Years
Early College Start Options
Dual Credit
Co-Enrollment
Dual Credit is a program for students, who are
simultaneously enrolled in High School and
ACC.
Students enroll in a college credit course to
receive ONLY the college credit for that
course.
Dual Credit is earned when students complete
college credit courses with acceptable grades.
The college credit may, then, be used to satisfy
High School graduation requirements.
Co-Enrollment courses DO NOT count toward
High School graduation requirements
Possible ECS Hours to be Earned
Time Period
Number of Early College Start Hours That
can be Accumulated by W. Charles Akins
H.S. T-STEM Students
Summer Session Following 10th Grade Year
Six (6) Hours
Fall Session During 11th Grade Year
Six (6) Hours
Spring Session During 11th Grade Year
Six (6) Hours
Summer Session Following 11th Grade Year
Six (6) Hours
Fall Session During 12th Grade Year
Six (6) Hours
Spring Session During 12th Grade Year
Six (6) Hours
NOTE: A Listing of Austin Independent School District Approved Dual Credit Courses for Austin
Community College may be Found in Appendix B (Pages 131-133) of the Austin ISD
Secondary School Information Guide 2011-12
Austin ISD & Austin Community College (ACC)
“New Student” Enrollment Steps for Early College Start (ECS)
STEP 1
Complete the ACC Admission Application and Residency Information Form
Here’s How…
Apply online at www.austincc.edu/apply
NOTE: Students Without a Social Security Number MUST see
Ms. Deborah Black, W. Charles Akins H.S. T-STEM Academy
Counselor or Ms. Sarah Simmons. W. Charles Akins H.S. College
and Career Center Advisor
Then…
STEP 2
Print, Complete and KEEP the Residency Information Form
(Needed for “Step 4”)
Complete ACC 101
Here’s How…
Go to www.austincc.edu/acc101
Print and KEEP “ACC 101 Checklist.” (Needed for “Step 4”)
Obtain and KEEP, From Your High School Registrar or Ms.
Deborah Black, Your High School Transcript With Test Scores
(Needed for “Step 4”)
STEP 3
Complete Testing Requisites
Here’s How…
Meet With Ms. Deborah Black to Determine IF Testing is
Required
NOTE: You Should Review Qualifying Test Scores and TSI
Exemptions to Qualifying Test Scores Provided in This Handbook
IF You DO REQUIRE Additional Testing…
Sign Up for ASSET Test - - NEXT ASSET ADMINISTRATION:
Wednesday, October 26, 2011 for H.S. Juniors
OR
Obtain an Application for a COMPASS Fee Waiver, IF needed,
From Ms. Deborah Black or Ms. Sarah Simmons
Then…
Schedule COMPASS Test by Contacting ACC Campus
Assessment Office
Present COMPASS Waiver and Picture ID to ACC
Assessment Office on the day of the Test
STEP 4
Get Guidance
Here’s How…
Meet With Ms. Deborah Black to Select Courses and Complete
Your Early College Start Form
NOTE: You Should Consult the Listing of Austin Independent
School District Approved Dual Credit Courses for Austin
Community College Found in Appendix B (Pages 131-133) of the
Austin ISD Secondary School Information Guide 2011-12
BEFORE Scheduling Your Meeting with Ms. Deborah Black
Then…
Contact Davelyn Forrest, ACC ECS Specialist, at 512.223.7357
to Schedule a Meeting
Finally…
Submit ALL Paperwork to ACC Admissions Office or ECS
Specialist
PAPERWORK INCLUDES:
Residency Information Form [“STEP 1”]
Transcript and Test Scores (i.e. 10th/11th TAKS, PSAT,
SAT, ACT and/or ASSET/COMPASS) [“STEPS 2 & 3]
ECS Co-Enrollment Approval and Tuition Voucher Form
ACC 101 Checklist [“STEP 2”]
STEP 5
Register
Here’s How…
Consult the ACC Course Schedule for Registration Worksheet
Found on Page 7
Register by Telephone or on the web
Verify Your Schedule
STEP 6
Payment
There is
NO PAYMENT REQUIRED for Early College
Start Dual Credit or Co-Enrollment Classes.
The ONLY Cost is Books and Supplies.
Project Lead the Way
Engineering
“The PLTW Pathway to Engineering Program is a curriculum that is designed to encompass all
four years of high school. Foundation courses are supplemented by a number of electives to
create eight rigorous, relevant, reality-based courses. Activities are hands-on and projectbased. Students learn how to use the same industry-leading 3D design software that’s used by
companies like Intel, Lockheed Martin and Pixar. They explore aerodynamics, astronautics and
space life sciences. Hello, NASA. They apply biological and engineering concepts related to
biomechanics – think robotics. Students design, test, and actually construct circuits and devices
such as smart phones and tablets, and work collaboratively on a culminating capstone project.
Some PLTW students have even received US patents.”
IED – Introduction to Engineering Design
“In this course, students use 3D solid modeling design software to help them design solutions to
solve proposed problems. Students will learn how to document their work and communicate
solutions to peers and members of the professional community. This course is designed for 9th
or 10th grade students. The major focus of the IED course is to expose students to the design
process, research and analysis, teamwork, communication methods, global and human impacts,
engineering standards and technical documentation.”
POE – Principles of Engineering
“This survey course of engineering exposes students to some of the major concepts they’ll
encounter in a postsecondary engineering course of study. Students have an opportunity to
investigate engineering and high-tech careers and to develop skills and understanding of course
concepts. Students employ engineering and scientific concepts in the solution of engineering
design problems. They develop problem-solving skills and apply their knowledge of research
and design to create solutions to various challenges. Students also learn how to document their
work and communicated their solutions to peers and members of the professional community.
This course is designed for 10th and 11th grade students.”
DE – Digital Electronics
“This course is the study of electronic circuits that are used to process and control digital signals.
Digital electronics is the foundation of all modern electronic devices such as cellular phones, MP3
players, laptop computers, digital cameras and high definition televisions. The major focus of
the DE course is to expose students to the process of combinational and sequential logic design,
teamwork, communications methods, engineering standards and technical documentation. This
course is designed for 10th or 11th grade students.
AE – Aerospace Engineering
“The major focus of this course is to expose students to the world of aeronautics, flight and
engineering through the fields of the aeronautics, aerospace engineering and related areas of
study. Lessons engage students in engineering design problems related to aerospace
information systems, astronautics, rocketry, propulsion, the physics of space science, space life
sciences, the biology of space science, principles of aeronautics, structures and materials, and
systems engineering. Students work in teams utilizing hands-on activities, projects and
problems and are exposed to various situations faced by aerospace engineers. In addition,
students use 3D design software to help design solutions to proposed problems. Students
design intelligent vehicles to learn about documenting their project, solving problems and
communicating their solutions to their peers and members of the professional community. This
course is designed for 11th and 12th grade students.”
CEA – Civil Engineering & Architecture
“The major focus of this course is completing long-term projects that involve the development of
property sites. As students learn about various aspects of civil engineering and architecture,
they apply what they learn to the design and development of a property. The course provides
teachers and students freedom to develop the property as a simulation or for students to model
the experiences that civil engineers and architects face. Students work in teams, exploring
hands-on activities and projects to learn the characteristics of civil engineering and architecture.
In addition, students use 3D design software to help them design solutions to solve major course
projects. Students learn about documenting their project, solving problems and communicating
their solutions to their peers and members of the professional community of civil engineering
and architecture. This course is designed for 11th or 12th grade students.”
CIM – Computer Integrated Manufacturing
“The major focus of this course is to answer questions such as: How are things made? What
processes go into creating products? Is the process for making a water bottle the same as it is
for a musical instrument? How do assembly lines work? How has automation changed the face
of manufacturing? As students find the answers to these questions, they learn about the history
of manufacturing, a sampling of manufacturing processes, robotics and automation. The course
is built around several key concepts: computer modeling, Computer Numeric Control (CNC)
equipment, Computer Aided Manufacturing (CAM) software, robotics and flexible manufacturing
systems. This course is designed for 10th, 11th or 12th grade students.”
Project Lead the Way
Biomedical (Projected 2012 – 2013 School Year)
“The PLTW Biomedical Sciences Program is a sequence of four courses which follows the PLTW
Engineering Program’s proven hands-on, real-world problem-solving approach to learning.
Students explore the concepts of human medicine and are introduced to bioinformatics,
including mapping and analyzing DNA. Through activities, like dissecting a heart, students
examine the processes, structures and interactions of the human body – often playing the role of
biomedical professionals to solve mysteries. Think CSI meets ER. They also explore the
prevention, diagnosis and treatment of disease working collaboratively to investigate and design
innovative solutions for the health challenges of the 21st century such as fighting cancer with
nanotechnology.”
PBS – Principles of Biomedical Sciences (2012-13)
“Students investigate the human body systems and various health conditions including heart
disease, diabetes, sickle-cell disease, hypercholesterolemia and infectious diseases. They
determine the factors that led to the death of a fictional person, and investigate lifestyle choices
and medical treatments that might have prolonged the person’s life. The activities and projects
introduce students to human physiology, medicine, research processes and bioinformatics. Key
biological concepts including homeostasis, metabolism, inheritance of traits and defense against
disease are embedded in the curriculum. Engineering principles including the design process,
feedback loops and the relationship of structure to function are also incorporated. This course is
designed to provide an overview of all the courses in the Biomedical Sciences Program and lay
the scientific foundation for subsequent courses.”
HBS – Human Body Systems (2013-14)
“Students examine the interactions of body systems as they explore identity, communication,
power, movement, protection and homeostasis. Students design experiments, investigate the
structures and functions of the human body, and use data acquisition software to monitor body
functions such as muscle movement, reflex and voluntary action, and respiration. Exploring
science in action, students build organs and tissues on a skeletal manikin, work through
interesting real-world cases and often play the role of biomedical professionals to solve medical
mysteries.”
MI – Medical Interventions (2013-14)
“Students investigate a variety of interventions involved in the prevention, diagnosis and
treatment of disease as they follow the lives of a fictitious family. The course is a “how-to”
manual for maintaining overall health and homeostasis in the body as students explore how to
prevent and fight infection; how to screen and evaluate the code in human DNA; how to
prevent, diagnose and treat cancer; and how to prevail when the organs of the body begin to
fail. These scenarios expose students to the wide range of interventions related to immunology,
surgery, genetics, pharmacology, medical devices and diagnostics. Each family case scenario
introduces multiple types of interventions and reinforces concepts learned in the previous two
courses, as well as presenting new content. Interventions may range from simple diagnostic
tests to treatment of complex diseases and disorders. These interventions are showcased across
generations of a family and provide a look at the past, present and future of the biomedical
sciences. Lifestyle choices and preventive measures are emphasized throughout the course as
are the important roles scientific thinking and engineering design play in the development of
interventions of the future.”
BI – Biomedical Innovation (2015-16)
“In this capstone course, students apply their knowledge and skills to answer questions or solve
problems related to the biomedical sciences. Students design innovative solutions for the health
challenges of the 21st century as they work through progressively challenging open-ended
problems, addressing topics such as clinical medicine, physiology, biomedical engineering and
public health. They have the opportunity to work on an independent project and may work with
a mentor or advisor from a university, hospital, physician’s office, or industry. Throughout the
course, students are expected to present their work to an adult audience that may include
representatives from the local business and healthcare community.”
R.A.D.I.O.S.: A Problem Solving Model for Enhancing the Student
Learning Experience
This problem solving model was developed to serve as a catalyst in stimulating
student’s aspirations of becoming Engineers and Scientist through an engaging thinking
process.
By Aridaí Herrera
What is the R.A.D.I.O.S Model?
R.A.D.I.O.S. is a model with an algorithmic approach to problem solving with “project-context” as basis for sustainability.
This model seeks to significantly enhance students learning experience by engaging them in the thinking process
required to address any real world application. Thus, allowing students to achieve well-defined outcomes while meeting
curriculum learning expectations.
R.A.D.I.O.S., through its six phase approach: Research, Analysis, Design, Implementation, Operation and Sustainability,
provides students with skills required to solve complex problems in science, technology, engineering and mathematics.
The R.A.D.I.O.S. Process Flow Schematic is shown below:
R.A.D.I.O.S. Process Flow Schematic
R.A.D.I.O.S.
To better understand R.A.D.I.O.S, definitions and expected outcomes for each one of the model phases are provided
below:
Research: Provides foundation for subsequent steps for problem solving process and can be defined as the “Data
Gathering Phase”. This phase is characterized by the investigation of published information and/or experimentation
associated with topic of study. The Research Phase goal is to identify and select data and facts that can be organized by
similarity of themes and serve as basis for information interpretation during Analysis Phase. The Research Phase
components are…
Research Phase Components
Data Analysis: Can be defined as “Data Interpretation Phase”. Here, each student interprets organized data gathered
during Research Phase – The student determines, based on research findings – what data suggests? Students search for
patterns to develop conclusions which become design criteria for Design Phase. Data Analysis Phase involves
components shown below:
Data Analysis Phase components:
Design: Taking student’s proposed solution and established design criteria from Analysis Phase, a blue print or detail
plan is developed. The design must outline objectives in accordance with all applicable standards and requirements
established by the Teacher.
In this phase, design team roles and responsibilities are established and defined, implementation schedule defined, and
project estimated cost determined.
As students design for sustainability, they must be cognizant of the economical, societal, and environmental limitations
pose by the “project context” in relationship to their proposed solution.
Instructions on how the proposed solution will be implemented will be provided by the students in the form or
specifications, drawings, or a report.
A summary listing each team member, with respective role and responsibility shall be developed by the students and
submitted to the teacher for review and approval. Summary must be updated to incorporate teacher’s comments and
recommendations, if any are provided.
Implementation: Following instructions prepared in Design Phase, the proposed solution is applied. Once a project
moves into this Phase, the project team and the necessary resources to carry out the project should be in place and
ready to perform project activities. The project design and schedule should have been completed as well. The project
team and specifically the Project Task Leader’s focus now shifts from planning the project to participating in the project.
In this phase, students build the project and present it to the teacher for acceptance and approval. The Implementation
Phase is the longest phase of the project and requires most energy and resources for its completion.
Operation: In this phase a systematic performance analysis of the applied solution is evaluated against the outlined
objectives in the design phase. Information collected through this exercise is used to ensure that all problems associated
with the applied solution are investigated and corrected.
Sustainability: Because of the “project context” concept imbedded in the R.A.D.I.O.S Model, is expected that
sustainability is not an independent component of the designs students prepare and apply, rather a core value
integrated in their novel design ideas.
W. Charles Akins H.S. FIRST Competitive Robotics Team
UNDER CONSTRUCTION
For Additional Information
Please Visit: www.sites.google.com/site/wcakinshststemacademy
W. Charles Akins H.S. Rocketry Club
UNDER CONSTRUCTION
For Additional Information
Please Visit: www.sites.google.com/site/wcakinshststemacademy